THE STUDENS’ DIFFICULTIES IN PRESENTING THE ACADEMIC SPEAKING PRESENTATION

AbstractThe aim of the research is to observe the activities of the students in academic speaking classroom, to analyze the student’s problem in presenting the academic speaking presentation and to identify the student’s special needs in academic speaking presentation.The method used in this research is field research that is qualitative, while the analysis of the data used descriptive analysis. The focus of the research is on the student’s difficulties in presenting academic speaking presentation.In sum up, most of the students of English Education Study Program of Teachers Training and Education Faculty of Muhammadiyah University are lack of: 1) Goal setting on their academic speaking presentation, 2) Prioritization on what the essential point need to be presented, 3) Self-awareness on themselves, while they present the presentation in front of the audience, 4) Self-motivation while presenting the materials, it connects with self-awareness; if students have improved their self-awareness so they will have a great deal of the information that they need to motivate themselves. In short, the students need to be able to motivate themselves to take action; 5) Planning, most of students are not planning the materials well so they are not able to manage their time to present the academic presentation; and 6) Communication skill, strong communication skills will enable the students to build supportive relationships with the audience while presenting the materials, in fact not all the students have good communication skill.In short, the student’s preparation well made their presentation is good and it also established good communication between the presenter and the audiences.Keywords: Academic Speaking, Presentation, Communicatio

AN ANALYSIS OF THE TENTH GRADE STUDENTS’ DIFFICULTIES ON ELLIPTICAL CONSTRUCTIONS AT MAN 1 KOTA TANGERANG SELATAN

An analysis of the tenth grade students’ difficulties on elliptical construction at MAN 1 Kota Tangerang Selatan become an issue in this study. The writers choose the 15 students randomly for sample. The method of the research is qualitative descriptive analysis where the data obtained from test, observation, and an interview. The primary data of the study is test about elliptical constructions. The test consists of 10 items in essay form of using so, too, either and neither in the sentences. The finding shows there are three difficulties of using elliptical constructions, namely 1) elliptical connector is 21 mistakes, 2) auxiliary is15 mistakes, and 3) omission the auxiliary is 12 mistakes. It can be concluded that the tenth grade students of science 2 are difficult in using elliptical construction. It is because they are still confuse to determine the using of so, too, either and neither in the sentences. The most factors that affect students’ difficulties are problems of meaning, form and form-meaning mapping

PENGARUH BERPIKIR KRITIS, KEBIASAAN MEMBACA, DAN PENGUASAAN TATA KALIMAT TERHADAP KETERAMPILAN MENULIS ESAI BAHASA INGGRIS (Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Tangerang)

Abstrak Tujuan penelitian ini yaitu menganalisis hubungan langsung dan tidak langsung berpikir kritis, kebiasaan membaca, dan penguasaan tata kalimat terhadap keterampilan menulis esai Bahasa Inggris mahasiswa. Sampel yang diujikan sebanyak 64 mahasiswa semester V dengan menggunakan metode survei kuantitatif kausalitas dengan analisis jalur untuk menguji masing-masing variabel. Teknik pengumpulan data dalam penelitian ini menggunakan tes dan angket. Tes dilakukan untuk mengetahui keterampilan menulis esai bahasa Inggris, kemampuan berfikir kritis dan penguasaan tata kalimat mahasiswa, sedangkan angket disebar untuk mengetahui kebiasaan membaca mereka. Kriteria tes menulis esai bahasa Inggris diadopsi dari ReadWriteThink: International Reading Association (2013), tes berfikir kritis diadopsi dari Glaser & Watsom (2015), tes penguasaan tata kalimat diadaptasi dari Lincoln University (2018), sedangkan angket kebiasaan membaca diadaptasi dari Gleed (2013). Data masing-masing variabel berasal dari distribusi normal dan linear. Hasil pengujian hipotesis dengan SPSS diperoleh Py1 = 0,111 dengan thitung = 2,207> ttabel = 1,670, maka dapat diinterpretasikan bahwa berfikir kritis berpengaruh langsung positif terhadap keterampilan menulis esai Bahasa Inggris; Py2=0,130 dengan thitung=2,113>ttabel 1,670, sehingga kebiasaan membaca berpengaruh langsung positif terhadap keterampilan menulis esai Bahasa Inggris; Py3= 0,364 dengan thitung=3,301>ttabel=1,670, maka penguasaan tata kalimat berpengaruh positif terhadap keterampilan menulis esai Bahasa Inggris; P31=0,455 dengan thitung=2,115>ttabel 1,670 yang berarti bahwa berfikir kritis berpengaruh langsung positif terhadap penguasaan tata kalimat; P32= 0,650 dengan thitung=2,419>ttabel 1,670 yang berarti kebiasaan membaca berpengaruh langsung positif terhadap penguasaan tata kalimat; dan P21= 0,815 dengan thitung=2,644 ttabel 1,670 maka diinterpretasikan bahwa berfikir kritis berpengaruh langsung positif terhadap kebiasaan membaca. Penelitian ini menjelaskan bahwa keterampilan menulis esai bahasa Inggris secara simultan dapat dipengaruhi oleh berfikir kritis, kebiasaan membaca dan penguasaan tata kalimat. ********************** Abstract The research aim is to test the correlation of university student’s critical thinking, reading habits, and sentence structure mastery on their English essay writing skill. The samples tested were 64 semester V students using quantitative causality survey methods with path analysis to test each variable. Data collection techniques in this study used tests and questionnaires. The test was conducted to find out the English essay writing skill, critical thinking skill and student’s mastery of sentence structure, while the questionnaire was distributed to find out their reading habits. The English essay writing test criteria were adapted from ReadWriteThink: International Reading Association (2013), critical thinking tests were adopted from Glaser & Watson (2015), the sentence structure mastery tests were adapted from Lincoln University (2018), while the reading habits questionnaires were adapted from Gleed (2013). Data for each variable comes from normal and linear distributions. The results of hypothesis testing with SPSS obtained by Py1 = 0.111 with t-count = 2.207 > t-table = 1.670, then it can be interpreted that critical thinking has a positive direct effect on English essay writing skills; Py2 = 0.130 with t-count = 2.113 > t-table 1.670, so reading habits have a positive direct effect on English essay writing skills; Py3 = 0.364 with t-count = 3.301> t table = 1.670, then mastery of sentence structure has a positive effect on English essay writing skills; P31 = 0.455 with t-count = 2.115> t-table 1.670 which means that critical thinking has a positive direct effect on student’s sentence structure mastery; P32 = 0.650 with t-count = 2.419> t-table 1.670, it means reading habits have a direct positive effect on student’s sentence structure mastery; and P21 = 0.815 with t-count = 2.644 > t-table 1.670 then it can be interpreted that critical thinking has a direct positive effect on reading habits. The research results explain that English essay writing skill simultaneously can be influenced by critical thinking, reading habits and sentence structure mastery

THE STUDENT’S LEARNING STYLE AND THEIR WRITING SKILL AT SMK TIARA AKSARA

Writing is an activity that not only need physical act but also mental act. Students can put their statements, idea and opinion in composing writing. Moreover, students learn with visually, auditory and kinesthetic. Students with multi learning style usually better in learning and understand lessons, particularly in writing. Due to the statement, this study is aimed to find out the correlation between students’ learning style and their writing skill. This study use survey quantitative method and analyze the data by using statitisctical hypotheses. Based on the data analysis, it was found that student’s learning style was not normally distributed, whereas the data of writing test was normally distributed. Therefore, the researchers used non-parametric statistics to analyze the hypotheses. Kendall Tau calculation was used and obtained that Zcount ((0,35) <  Ztable (1,96) with significant 0,05. Thus, H0 is accepted and Hi is rejected. It means that there is no correlation between students’ learning style and their writing skill. In this case, learning style were not dominat factors affected writing skill

MENJADI GURU PROFESIONAL DI ERA DIGITAL: PEMANFAATAN MEDIA PEMBELAJARAN DIGITAL DAN MEDIA SOSIAL

Social media has become an important part of learning. However, the adoption of E-learning and technology in learning resulted in a new teaching era among all educators all over the world. As the COVID-19 hit the world of education, education shifted the learning from face to face learning into distance learning. The following study discussed the implementation of technology in the new era of education during community service programs. Qualitative research was implemented through a week intensive observation by the researchers focusing on media of learning creation, use of digital media in learning and gamification of learning. Based on the data from the study, 48% of the participants had difficulty accessing technology in learning. The researchers also suggested that social media have a significant role to create fun and interactive learning. Moreover, applications such as Canva, Powtoon, Prezi and Kinemaster can be a great tool and media in a new and modern era of learning

PENGEMBANGAN SUMBER DAYA MANUSIA (SDM) DI ERA DIGITAL MELALUI PELATIHAN SERTIFIKASI KOMPETENSI DI UNIVERSITAS MUHAMMADIYAH TANGERANG

Sumber Daya Manusia (SDM) dan pola pikir manusia menjadi tantangan terbesar bagi pemerintah, perusahaan, dan dunia pendidikan di Indonesia di era milenial untuk dapat berkolaborasi dalam menghadapi transformasi digital. Oleh karena itu, peningkatan SDM menjadi penting menuju era digitalisasi. Pasalnya, era digitalisasi telah menghasilkan perubahan cara manusia berpikir, hidup, dan terhubung satu sama lain. Secara tidak langsung, era digital telah mengubah sesuatu yang tadinya hanya ketakutan menjadi tantangan. Lembaga Sertifikasi Profesi (LSP) dan Badan Pengembangan Kepegawaian dan Karir (BKPK) Universitas Muhammadiyah Tangerang (UMT) bekerja sama dengan Badan Nasional Sertifikasi Profesi (BNSP) memberikan pelatihan dan penerbitan sertifikat kompetensi bagi SDM UMT yang memenuhi kategori pelatihan dan lulus uji kompetensi untuk mengembangkan kapabilitas SDM agar beradaptasi dan berinovasi di era digital. Hasil uji kompetensi pada 52 tenaga kependidikan, 33 SDM dengan Manajemen Sumber Daya Manusia (MSDM) level 6 dan 16 SDM dengan Teknisi Madya Akuntansi telah terajal, namun 3 SDM yang harus melakukan uji ulang kompetensi Teknisi Akuntansi Madya. Berdasarkan uji kompetensi yang dilakukan LSP dan BKPK UMT, membuktikan bahwa SDM UMT siap berkontribusi dan berkolaborasi dalam menghadapi transformasi digital.Kata Kunci: Sertifikasi Kompetensi, Era Digital; Sumber Daya Manusia; Lembaga Sertifikasi ProfesiHuman Resources (HR) and human mindset are the biggest challenges for the government, companies, and the world of education in Indonesia in the millennial era to be able to collaborate in facing digital transformation. Therefore, increasing human resources is important towards the digitalization era. The reason is, the era of digitalization has resulted in changes in the way humans thought, live, and connection to one another. Indirectly, the digital era has turned something that was only a fear into a challenge. The Professional Certification Institute (LSP) and Staffing and Career Development Agency (BKPK) of University of Muhammadiyah Tangerang (UMT) in collaboration with the National Professional Certification Agency (BNSP) provides training and issues competency certificates for UMT HR who meet the training category and pass competency tests to develop HR capabilities to adapt and innovate in the digital era. The results of the competency test on 52 educational staff, 33 HR with Human Resource Management (MSDM) level 6 and 16 HR with Madya Accounting Technician has been certificated, yet 3 HR who had to re-test the Madya Accounting Technician competency. Based on the competency test carried out by LSP and BKPK of UMT, it proves that UMT HR is ready to contribute and collaborate in facing digital transformation.Keyword: Competency Certification, Digital Era; Human Resources; Professional Certification Institut

YOUTUBE KIDS CHANNELS IN DEVELOPING YOUNG CHILDREN’S COMMUNICATION SKILLS IN ENGLISH: PARENTS’ BELIEFS, ATTITUDES, AND BEHAVIORS

The current trend towards the use of technologies for learning focuses on the web 2.0 associated applications, which encourage young children to social interaction, as well as to creating and sharing information. Actually, the profusion and easy access to tools and channels for video production and sharing, such as YouTube Kids Channel, emerge as an example of such applications. However, YouTube Kids Channel gives many channels to be selected by the parents. Based on the questionnaires of parents’ belief, attitudes, and behaviors towards YouTube Kids Channel, it is known that the selected channel can improved young children’s communication skills, particularly in enriching their vocabulary in English. &nbsp;YouTube is believed as an effective media that can improve young children’s communication skill, in spite of the controlling of parents. Effective communication is essential for young children’s academic and social competence. During the preschool years, children acquire the language and communication skills necessary to express their needs, thoughts, and feelings in social interactions, and they learn to respond appropriately to others. Through effective communication, they also learn to be socially competent individuals, building respectful, positive interactions and relationships with others. This allows children to learn about themselves, others, and the world.&nbsp

Early Childhood Behavior Changing in Terms of Communication between Parents and Teachers

The study aims to explore the effectiveness of the approach of communication between parents and teachers to change the behavior of young children. Surely, it prioritizes on the social interaction between teachers and parents of the students. The method used in this study is field research that is qualitative, while the analysis of the data used descriptive analysis. The focus of study is on the early childhood behavioral changes after the effective interaction between teachers and parents. In conclusion, the hygiene and health environmental behavior in Masigit influenced by culture to do the activities like bathing and washing in the river, the lack of information the importance of maintaining the hygiene and health, and the important information of educating children before elementary school level. In post-treatment; parents and students got new information that can be applied in their daily life. The children behavioral changes of kindergarten Satap Masigit is positive, such as the appearance of the children is cleaner than before, their spirit when go to schools, more skillful and creative in learning at school. Furthermore, communication between teachers and parents also established harmonious, because the treatment given makes them closeness or the interaction intertwined more harmonious. Keywords: Behavioral Changes, Early Childhood, Parents and Teachers Communication

Inclusive Education for Students with Disability

This paper identifies and discusses major issues and trends in special education in Indonesia, including implications of trends for the future developments. Trends are discussed for the following areas: (1) inclusion and integration, issues will remain unresolved in the near future; (2) early childhood and postsecondary education with disability students, special education will be viewed as lifespan schooling; (3) transitions and life skills, these will receive greater emphasis; and (4) consultation and collaboration, more emphasis but problems remain. Moreover, the participant of the study in this paper was an autism student of twelve years old who lived at Maguwoharjo, Yogyakarta. This study was qualitative with case study as an approach of the research. The researchers conclude the autism that has good academic, communication and emotional skill are able to go to integrated school accompanied by guidance teacher. But in practice, inclusive education in Indonesia is inseparable from stakeholders ranging from government and institutions such as schools, educators, school environment, community and parents to support the goal of inclusive education itself. Adequate infrastructure also needs to be given to the school that organizes inclusive education for an efficient and effective students understanding learning-oriented of inclusive education. In short, every child has the same opportunity in education, yet for special education which is aimed at student with special educational needs

Inclusive Education for Students with Disability

This paper identifies and discusses major issues and trends in special education in Indonesia, including implications of trends for the future developments. Trends are discussed for the following areas: (1) inclusion and integration, issues will remain unresolved in the near future; (2) early childhood and postsecondary education with disability students, special education will be viewed as lifespan schooling; (3) transitions and life skills, these will receive greater emphasis; and (4) consultation and collaboration, more emphasis but problems remain. Moreover, the participant of the study in this paper was an autism student of twelve years old who lived at Maguwoharjo, Yogyakarta. This study was qualitative with case study as an approach of the research. The researchers conclude the autism that has good academic, communication and emotional skill are able to go to integrated school accompanied by guidance teacher. But in practice, inclusive education in Indonesia is inseparable from stakeholders ranging from government and institutions such as schools, educators, school environment, community and parents to support the goal of inclusive education itself. Adequate infrastructure also needs to be given to the school that organizes inclusive education for an efficient and effective students understanding learning-oriented of inclusive education. In short, every child has the same opportunity in education, yet for special education which is aimed at student with special educational needs